€¦ · Web viewField Book for Summer Institute 2013. OU School of Community Medicine, Tulsa. July 28 – August 2, 2013. Welcome. The Summer Institute is the annual centerpiece

Field Book for Summer Institute 2013

OU School of Community Medicine, Tulsa

July 28 – August 2, 2013

WelcomeThe Summer Institute is the annual centerpiece of the School of Community Medicine’s mission to improve health and health care through education, clinical service, and innovation from students and faculty across the health care disciplines. The weeklong event is our introduction to shaping the discipline of Community Medicine. This field book guides you through the learning experiences and provides a rationale for each.

Goals for Summer Institute• Use a Community Medicine Model to

understand the determinants of health and how our services impact health, productivity, and equity in our community.

• Learn community medicine by appreciating stakeholder experience with our health care system and how innovations might relieve their pain or add value to their work.

• Reflect on our experiences in order to develop the emotional self-awareness needed to act with integrity amidst systems that often invite us to violate our basic values.

• Create a prototype and business plan to deliver a new or improved service or product aimed at relieving the pain or adding value for a specific health care stakeholder.

Improving Health and Health Care

The Summer Institute teaches us the “pains and possibilities” of the people who make up the Tulsa Health Care system. We learn to identify problems and their root cause, and to design solutions to correct them. Visioning problems and solutions is not the end game, however; it is only the beginning. The most important outcome for the School of Community Medicine is the long term innovations it brings into being to make care easier, safer, and lower in cost.

By innovations we mean the services or products that leverage stakeholder strengths with new ideas or technology. These provide more effective, more coordinated, and more patient-centered care across providers and social, public, research and educational agencies in our community.

Institute participants innovate by developing Prototypes, which are small first steps that permit us to work with our customers and other stakeholders to learn what they need (but do not have). For their success, prototypes depend on a business model that delivers the innovation to stakeholders who need it and generate a revenue stream sufficient to cover the costs of production and delivery.

In business, stakeholders are customers who pay for the product or service, partners who participate in the supply chain from production

Summer Institute 2013 Page 1

to delivery, or innovators who identify potential improvements. Customers In health care are:

Patients who ultimately pay for health care through out-of-pocket co-pays, deductibles, insurance premiums, and taxes. The gains they expect are better health, reduced risk of future disease, and quality care at an affordable price.

Health Care Purchasers are organizations who buy insurance on behalf of their constituents:o Employers provide health care benefits

by matching a portion of wages and negotiate insurance premiums and allowable provider fees on behalf of their workers

o Governments purchase health care insurance for their citizens (Medicaid or Medicare) or by directly funding care for beneficiaries (Veterans, Active Duty Service men and women, or Native Americans).

o Charity contributes through providers giving pro-bono service or philanthropy and community fund-raising to buy services for those who cannot buy them and will do without.

Providers are physicians and other health care professionals and their staffs organized into health systems, hospitals, medical groups, nursing homes, pharmacies, and other services that deliver the care.

Infrastructure describes the people who do not directly deliver health care but supply the equipment and services that enable health care. Infrastructure includes information transfer, drug and equipment production, research, education, and

regulatory structures that ensure safety and fairness in the health care system.

Community Health System Model

FIGURE 1: ReThink Health Model of a Community Health System

.

The Ripple Foundation’s ReThink Health Model of a Community Health Systems provides a simplified but realistic framework to organize our experiences of a local health system. The framework is built upon a variety of explicit and testable hypotheses anchored in evidence and experience about how a local health system is structured and how it responds to alterations or innovations over time.

The logic model permits us to visualize how changes in one component of the system affect all the other parts. For example the yellow field in figure 1 shows how Risk (health habits or social advantage) affects Health, how poor health prompts seeking Care (arrow) and how care in turn improves health and reduces


Risk Health Care Costs

Capacity

Productivity & Equity

Innovations

Cost Savings

Payment Schemes

Innovation Fund

further risk (reverse arrow); how care generates a Cost to pay for it (reverse arrows); and how care depends on the provider Capacity to deliver it.

The net effect of health care system interactions (yellow field) is to influence a community’s Productivity and Equity. At the bottom of the model the green boxes show how funding impacts Innovation. Today, the most influential controls on health system behavior are Payment schemes that are replacing fee-for-service. The most effective way to create an innovation fund involves mechanisms that reinvest savings realized due to greater efficiency and effectiveness in care.

Summer Institute’s Design for LearningThe institute’s design is based on a process for social transformation described by Otto Scharmer in Theory U. The model merges experiential learning, reflective practice, and open, honest dialogue to motivate social transformation. The theory describes how a group of committed people start a social movement that co-creates a better future. Figure 2 shows the five steps which structure the Institute’s activities.

1. Bring Diverse People Together

We begin the U Journey by inviting a community of learners committed to improving health and health care for our community. Students and faculty from different disciplines get to know each other and share a common goal. Faculty shed the teacher role to become peer learners and explorers with students. We learn to appreciate each other’s strengths,

insight, and wisdom regardless of education, title, or life experiences.

Figure 2 Otto Scharmer’s Theory U Model of Social Transformation

2. Experience What Life Calls Us To Do

Small groups of learners drive into the community to learn first-hand the “pain” (barriers, frustrations, mistakes, and waste) that patients, providers, and social and public service stakeholders experience in their work. We also learn the added value stakeholders have made to deliver higher quality, safer, more patient-centered and personally satisfying care.

Here is how we explore our community:

Anchoring Lectures and Panels – We begin each day with a lecture or panel conducted by faculty who help us expand our ideas about community medicine.

Community Interviews – We interview stakeholders using “appreciative inquiry” to silence our voice of criticism, cynicism, and fear. We open our minds and hearts to the experiences, views, and sensitivities of


health care system stakeholders. With genuine interest, we inquire to understand the problems patients, providers, and others have in doing their jobs. We seek to understand their successful innovations and wishes for better care. We verbally appreciate the core goodness in these people and organizations. Soon, we see their pains to be surmountable and added value can be achievable. We use the Community Medicine Model (figure 3) to trace the relationship between determinants of health and the medical care system in influencing community health.

Figure 3: Relationships in Community Medicine

Poverty Simulation – We experience a simulation of living four weeks in poverty and coping with the system that tries to be helpful. Although somewhat artificial, most participants feel the frustration, boredom, and resiliency it takes to live in poverty in our community.

Shadow Free Clinic Patients – Students shadow patients who receive health care

from the OU student-run Bedlam free clinics. Using appreciative inquiry with patients, students begin to understand the experience of our most vulnerable Tulsans and what they wish might change to help them do their “patient job” more easily.

World Café – This exercise permits a large group to conduct a single conversation in which every participant can fully engage, have their stories heard, and every idea contribute to an understanding of our stakeholders’ burdens and potential for added value.

3. Reflection on Action

We believe that reflection on action is an essential practice for our development as self-aware professionals. We practice reflection in a group activity called a “Professional Meaning Conversation”. We provide a venue for personal and group reflection on what we are seeing, hearing, feeling, and thinking in the Summer Institute. The activity is based on the idea that reflection, both individually and in community, is crucial to practice with integrity amidst systems that often invite us to violate our own basic values. It is intended to be a safe place where deeper understanding of ourselves and of our community grows within us.

4. Create Prototypes

Once we have a better idea about our stakeholders’ needs, we create prototypes of products or services designed to resolve the pain or add value for them. Building Prototypes redirects our energy from the conflict between the current and a better health care system into the creative energy needed to bring the better system into being.


We use the term “prototype 0.8” to indicate a work in progress. It is neither final nor fully developed. Prototyping permits us to learn by doing. Our work generates feedback from potential customers about how the idea looks and feels or meets their needs. We use their feedback to refine our assumptions and redesign the prototype to make it more valuable to them.

Prototyping is different from performing pilots or traditional research projects. It is iterative action and redesign. It encourages learning quickly from early failures and making improvements. In contrast, pilots and research projects are designed to show success or to support a hypothesis. Prototyping requires confidence to put an idea out there and ask for feedback from potential customers before we have figured out our entire plan. This approach runs counter to the usual “plan before acting” way of doing things. Prototyping steps include:

Capture and Connect Ideas – Throughout the Institute we invite participants to post ideas that might improve health by targeting: (1) Reducing Risk, (2) Improving Quality of Care, (3) Increasing Provider Capacity, or (4) Reducing Cost to Patients. Participants may write a few words or draw a figure of an idea on Post-Its and stick them on a section of a Business Model Canvas (figure 4). We encourage participants to add new Post-Its to elaborate ideas, merge several Post-It, build upon existing ones, and move them around the boards to evolve a more robust plan.

Marketplace of Ideas - On Wednesday afternoon, one or more participants, called “idea vendors,” take ownership for a business plan canvas and consolidate the

Post-It ideas into a rough plan for an innovation. We have room for up to 12 “idea vendors.” The remaining members of the Institute become “idea buyers” who mill about the marketplace looking for a prototype idea they wish to help develop. The buzz of the marketplace generates energy and enthusiasm to take action.

Prototype Design Team – When five to twelve people with diverse strengths choose a poster, they form a Prototype Design Team. The team selects a work space and begins to create a prototype and business plan.

Figure 4 Business Model Canvas

The numbers in parentheses indicate the order for considering the components.

Prototype Business Model – The Business Model Canvas provides an organizing tool to bring good ideas to market. We describe our idea as a Value Proposition (center box in Business Model Canvas) for how the prototype will alleviate pains or yield gains to a specific Customer Segment (right hand box in diagram). We use the business model


canvas to remind us how we will develop Customer Relations and the Channel for Delivery. We also explore the Partners and Suppliers (left-had box on canvas), Resources, and Activities needed to produce the innovation. Lastly we plan a financial viability strategy by showing how the Revenue Stream (bottom right) will be sufficient to cover the Costs of development, production, and delivery (bottom left).

Prototype Product - The work product is called “Prototype 0.8” because it is not complete and may not even work. It just needs to be sufficiently detailed to permit designers and their customers to handle it, feel it, and give honest feedback about its value to them.

Feedback and Iteration – Design teams present their prototype and business plan to get early structured feedback from the Institute about the value of the innovation. We learn from our customers’ feedback and make rapid changes, including pivoting 180 degrees to bring it in line with customer needs. Thus, prototyping involves rapid-cycle learning with continuous improvement from integration of feedback.

Prototype Evaluation - On Friday morning design teams display a poster showing their prototype and its business plan. Summer Institute participants and community stakeholders review the posters and give structured feedback by questioning the designers, making suggestions, and telling designers what it would take for them to be willing to buy the innovation.

5. Evolve Community Medicine

By the end of the week we realize that our actions and the actions of others are synergistic and interconnected in a large innovation ecosystem. Our interviews, simulations, world café, professional meaning conversations, iterative prototypes, and business plans convince us of the power of the innovation ecosystem we call the School of Community Medicine. We begin to see how our individual work as a health care professional is part of an emerging whole. We are energized by our creative synergy. Whether our prototype becomes a reality is not as important as learning that we are the source of the future we intend. At our celebration luncheon, we commit our intention to remain connected to the vision of community medicine.

F. Daniel Duffy and Cheryl A. Waldeck (July 2009, July 2010, July 2011)

F. Daniel Duffy and Justin Van De Wiele (July 2012)

F. Daniel Duffy, Taylor Potter, Liz Kollaja, and Justin Van De Wiele (July 2013)

SOURCE: Scharmer, C. Otto (2007). Theory U: Leading from the Future as it Emerges. Jossey-Bass Publishers, San Francisco, 2007.

Ripple Foundation. Re-Think Health Model of Community Health System. Accessed July 24, 2013 http://rippelfoundation.org/rethink-health/

Business Model Generation.com book and on line template, accessed July 24, 2013 http://www.businessmodelgeneration.com/canvas


http://www.businessmodelgeneration.com/canvas

http://www.businessmodelgeneration.com/canvas

http://rippelfoundation.org/rethink-health/

http://rippelfoundation.org/rethink-health/

Sunday July 28, 20133:00 – 3:45 PMCheck-in at TU HousingStudents staying at TU check in at House 1 – Kappa Alpha Theta

4:00 – 4:30 PMCheck-in for Summer InstituteJoin Your Professional Affinity GroupLocation: Learning Center, Assigned RoomsLiz KollajaAffinity Group Leaders

Directions: Pick-up packet, name badge, and go to

Professional Affinity Group room A faculty facilitator will lead introductions Review the StrengthFinders individual and

affinity group strengths Enter the Founders Hall to meet with

Community Interview Car Group.

Learning Objectives: At the completion of this session, participants will… Meet other affinity group members Wear the t-shirt color of their academic

disciplineo Medicine - Greeno Physician Assistants - Yellowo Nursing - Orangeo Social Work - Maroono Others – Light Blue, Royal Blue,

Pink, Navy, Grey Share information about the Summer

Institute Understand the diversity of Strengths in the

group

4:30 – 5:00 pmWelcome and Orientation to WeekLocation: Learning Center, Founders HallGerry Clancy, President OU-Tulsa and Dan Duffy, Former Dean School of Community Medicine

Directions: Find the table with your Community

Interview Car Group on your name tag The faculty leader will lead introductions Dan Duffy and Gerry Clancy will welcome

the Institute and give an overview for the week

Dan Duffy will describe how to use the posters of the Business Model Canvas and the ReThink Health Model for classifying prototype innovations

Learning Objectives: At the completion of this introduction, the participants will be able to: State the School of Community Medicine’s

Mission Statement Use the schedule for the week Describe the U Journey social

transformation model Describe the overall structure of Summer

Institute activities Use the ReThink Health model of

community health system Use the Business Model Canvas to capture

ideas for prototype innovations to improve health and health care


5:00 – 5:45 pmDinner – Community Interview Car Group PlanningLocation: Learning Center, Founders HallCar Groups, Faculty Facilitator

Directions: The faculty member will ask each member

of the Car Group to tell about his or her background

Describe his or her strengths from Strength Finders,

Tell something they would like others to know about themselves.

Review the interview assignment sheet describing the four interviews for Monday

Make Assignments for Monday interviewso Drivero Navigatoro Thank You Note Writero Recorder for Facebook entryo Photographer for Facebook posting

When directed, the group goes through the buffet line together and returns to the table to eat while they complete their planning.

Learning Objectives: At the completion of this meeting, the group members will… Know something about car group members Know the diversity of strengths in the group Understand the principles of Appreciative

Inquiry for the community interviews Know the assignments for community

interview roles.

5:45 – 7:00 pmAnchoring Lecture #1 – Envisioning a Healthy Community Location: Learning Center, Perkins

Shawn Schaefer, OU Tulsa Urban Design StudioDirections: When directed, move to Perkins Auditorium Sit with your car group; On Monday morning the car groups will

return to the same seats to permit more efficient movement to cars after the morning lecture.

Learning Objectives: At the completion of this lecture, participants will… Know the geography of Tulsa, its growth

history, and its changing demography Be able to describe how the built

environment affects health and wellness Consider how innovations in urban design

might create a healthy community


Monday July 29, 2013

7:45 – 8:15Faculty MeetingLocation: Learning Center, Founders HallDaniel Duffy

Directions: Pick up your breakfast and go to Founders

Hall Bring your journal and Summer Institute

Guide Book or have it available on your mobile device.

Understand the rules for the SNAP lunch Make certain thank you notes are written

after each interview Encourage group’s Facebook entry and

photos of visits Assure patient safety and confidentiality –

Have patients sign consent for interview and talent release

Make certain that the group learns the “pains” interviewees are experiencing in doing their jobs and the potential value that might be added by innovations or alterations in the work.

Know the location for their group’s Professional Meaning Conversation at 4:00 pm.

Sit with car group in Perkins Auditorium

Learning Objectives: At the completion of this meeting, faculty will… Understand their role in the community

interview car groups Be responsible for keeping on the tight

schedule

8:00 – 8:30Student BreakfastOU Learning Center: Perkins Auditorium

Directions: Go through buffet line and join any group for breakfast. Enjoy the conversation. Prior to the start of the Anchoring Lecture, go sit with your car group.

8:30 – 9:30 amAnchoring Lecture Community Medicine in ActionLocation: Learning Center, PerkinsDaniel Duffy, MD

Directions: Engage in the lecture discussion about the structure and past experience in the Summer Institute

Learning Objectives: At the completion of the lecture, participants will be able to… Use the ReThink Health Model to explain

the relationships between health risks, health, care, provider capacity, and costs of care on the productivity and equity across a community.

Know the determinants of health Use the Community Medicine Model to

describe the relationship and transfer of information and payment across the system of health care providers, social service agencies, public services, employers, payers, philanthropists, and governments to shape the health care system.

Understand the impact on health and health care of innovations that reduce lifestyle and environmental risk, provide


better care, greater provider capacity, and lower cost of care.

Describe what has been learned from prior Summer Institutes.

Begin to use the Business Model Canvas to capture ideas for potential prototypes for innovation and health care improvement using Post-It notes.

10:00 – 10:45 amPatient InterviewLocation: Patient’s home or other meeting sitewith Car Group

Directions: Arrive at interview on time, call if you will

be late. Have team members introduce themselves Thank the patient for agreeing to the

interview; have them sign the consent to participate in interview.

Ask if you may take photographs; if yes have patient sign a talent release. Inform patient that if they agree to a photo, confidentiality cannot be assured.

Make certain the patient is comfortable Select someone to begin the interview, ask

open, honest questions, and listen making appreciative and respectful statements to patient responses.

Questions you might ask: What health care services do you

receive? Where do you receive most of your

health care? How did you find the physicians,

specialists, and services you need? Does the cost of your health care

burden your family (personal) finances? Do you have commercial insurance,

Medicare, Medicaid?

How much do you spend out of pocket each year?

Do you ever fail to get needed services because of cost?

What social or community services do you use to help with your health?

What problems do you experience in getting the health care you need?

What services or products might make your “job as a patient” better?

Who has been most helpful to you in coping with your health problems?

Thank the interviewee for their time Write a thank you note telling what you

learned from the interview

Learning Objectives: At the completion of this interview, participants will: Use the Community Medicine Diagram to

show:o The relationship between health habits,

lifestyle, social situation, and environment

o The medical care contacts that the patient has within the health system.

Appreciate resiliency and this person’s and caregiver’s approach to their illness

Describe the patient’s demographic characteristics: o Age (0-17, 18-64, >65)o Self-sufficiency income (wage)? o Have health insurance (Medicare or

commercial), Medicaid, or none? o How much out of pocket expenses do

they pay in a year? Understand the barriers to health care and

self-care and what might remove them or add value to self-care.

11:00 am – 11:45 pmProvider InterviewSee Car Group Directions


Directions: Arrive at interview on time; call if you will

be late. Have team members introduce themselves Ask interviewees to introduce themselves;

there may be more than one interviewee Obtain a Consent to Interview in the

Interview from each participant. Thank the health care provider(s) for

agreeing to the interview Ask if you may take photographs of the

person in the surrounding; Get a Talent Release, if they agree; inform the provider that these photos cannot be kept confidential, and will be posted on the Summer Institute websites.

Select someone to begin the interview, ask open, honest questions, and listen making appreciative and respectful statements to patient responses.

Questions you might ask: What health care services do you

deliver? Where do you deliver most of your

health care? How do your patients find you? Who pays you for the services you

deliver? How are the fees determined? Do you take commercial insurance,

Medicare, Medicaid? Do you take self-pay? If yes, what is

the rate? Do you provide free care,

discounted care, or arrange payment plans for those who need it?

What social or community services do you rely upon or collaborate with to help you deliver services to your patients?

What “Pains” do you experience in trying to provide the highest quality of

care for you patients with the greatest professional satisfaction for yourself?

What innovations or improvements might make your service more effective, more efficient, safer, less costly, or more patient-centered?

Who has been most helpful to you in providing high quality health care?



Learning Objectives: At the completion of this interview, participants will… Use the Community Medicine Diagram to:

o Show the social service, public service, and health care provider collaborators or partners needed to provide care

o Show how this provider fits into the overall Health Care System of referrals and collaborators.

Understand the financial structure of the provider’s practice.

Understand any inequity in the services provided in the community.

Understand the “Pains” in providing high quality care that might be removed by introducing innovations or added value to the practice.

11:45 – 1:15 pmSNAP Lunch with Car GroupLocation: Grocery store, restaurant, or food vendor in the neighborhood of the patient interviewCar Groups

Directions: Purchase a lunch for the members of your

car group. We will supply disposable utensils and

napkins if needed.


Spend no more than $2.50 per person – this is the amount of money provided by the SNAP (Food Stamps) program for one meal.

You may purchase the food at a grocery, fast food, restaurant, or other facility.

You may not use food from anyone’s refrigerator or may not go to a home to cook your meal.

You must eat the meal in the neighborhood were your purchase the food – you may eat in the car if necessary.

Attempt to serve a nutritious meal.

Learning Objectives: At the end of the lunch, participants will be able to…

Describe the experience of finding food in Tulsa neighborhoods

Recognize Tulsa “Food Deserts” Purchase a nutritious, satisfying meal for

$2.50 (the SNAP amount for one meal) per person.

1:30 – 2:15 pmCommunity Service Interview #1Location: Community Interview AssignmentCar Group

Directions:

Arrive at interview on time; call if you will be late.

Ask members of car group to introduce themselves

Ask the person(s) who will be interviewed to introduce themselves; obtain a Consent for Interview from everyone interviewed.

Thank the agency interviewee for agreeing to the interview

Ask if you may take photographs of the people interviewed in the surrounding; if they agree, obtain a Talent Release to use the image in Summer Institute materials.

Select one member to begin the interview. Ask open, honest questions, and listen making appreciative and respectful statements to responses.

Questions you might ask: What social or public services does your

organization deliver? Where do you deliver most of your

services? How do your clients find you? Who pays you for the services you

deliver? How are your fees determined?o If you are a government agency or

publicly funded, what is the tax source that funds the organization?

o Do you receive commercial insurance, Medicare, Medicaid payments?

o Do you take self-pay? If yes, what is the rate?

o Do you provide free services, discount care or arrange payment plans for those who need it?

What health care providers do you rely upon or collaborate with to help you deliver services to your clients?

What “Pains” do you experience in trying to provide the highest quality services to your clients and achieve the greatest satisfaction for your organization?

What innovations or improvements could make your services more effective, more efficient, safer, less costly, or more client-centered?


Who has been most helpful to you in providing high quality services?



Learning Objectives: At the completion of this interview, participants will… Use the Community Medicine Diagram to

show: How this social or public service

organization fits into the overall community medicine system.

The collaboration between health care providers, other social services, or public services

Understand how the organization is paid for providing its services: Tax allocations, philanthropy and fundraising, client payment or insurance.

Understand the “Pains” in providing high quality client service that might be removed by introducing innovations or added value to the organization’s work.

2:45 – 3:30 pmCommunity Service Interview #2Location: Agency siteCar Group

Directions: Arrive at interview on time; call if you will

be late. Team members introduce themselves;

identify the persons who will be interviewed, as there may be more than one person in the room.

Thank the agency interviewee for agreeing to the interview

Ask if you may take photographs of the people interviewed in the surrounding and obtain Talent Release; remember these cannot be kept confidential, and will be posted on Facebook – they may refuse

Select someone to begin the interview. Ask open, honest questions, and listen making appreciative and respectful statements to agency responses.

Questions you might ask:

o What social or public services does your organization deliver?

o Where do you deliver most of your services?

o How do your clients find you?o Who pays you for the services you

deliver? How are your fees determined? If you are a government agency or

publicly funded, what is the source of taxes that funds the organization?

Do you receive commercial insurance, Medicare, Medicaid payments?

Do you take self-pay? If yes, what is the rate?

Do you provide free services, discount care or arrange payment plans for those who need it?

o What health care providers do you rely upon or collaborate with to help you deliver services to your clients?

o What “Pains” do you experience in trying to provide the highest quality services to your clients and achieve the greatest satisfaction for your organization?

o What innovations or improvements might make your services more


effective, more efficient, safer, less costly, or more client-centered?

o Who has been most helpful to you in providing high quality services?



Learning Objectives: At the completion of this interview, participants will…

Use the Community Medicine Model to show:

How this social or public service organization fits into the overall community medicine system.

The collaboration between health care providers, other social services, or public services

Understand how the organization is paid to provide its services: Tax allocations, philanthropy and fundraising, client payment or insurance.

Understand the “Pains” in providing high quality client services that might be removed by introducing innovations or added value to the organization’s work.

4:00 – 5:00 pmSnack/Professional MeaningLocation: Learning Center, Founders Hall Room assignment on back of name badgeBryan Touchet, Michael Sannito, Ronald Saizow, Daniel Duffy, Kent Teague, Meredith Davison, Sheila Crow, David Adelson, Michael Weisz, Chad Johnson, Thomas Horn, and Tara Hasenpflug.

Directions:

Find the number and location for your professional meaning conversation on the back of your name badge.

Two car groups will meet with a designated facilitator to reflect on the emotional impact and ethical meaning of the experiences the groups had during the first day of the institute.

The facilitator will lead introductions, explain the purpose of the meeting, and help the group establish “rules of engagement” for making the conversation safe. Here are the usual rules:

o Each person is openly invited and encouraged to speak but is not required to do so.

o We allow each person to speak without interruption and we listen respectfully.

o Participation is in free order with no forced marches around the room.

o We are mindful not to dominate the conversation so that each individual has ample time to learn aloud.

o No fixing, criticizing, saving, giving advice or setting each other straight. When we ask each other questions, our inquiries will give each other the freedom to answer without suggesting what that answer should be.

o Silence and quiet are respected as important ways of learning together.

o After all who wish to have spoken, the group will reflect together on common elements in stories, shared insights and observations.


o Are there any other Touchstones that anyone would like to propose to guide our time together?

Journaling - The facilitator may introduce a 5-minute journaling exercise: “To prepare ourselves for the work ahead of us during this hour, I’d like to invite each of you to take out your journals. For the next 5 minutes, I invite you to write down in your journal whatever thoughts, feelings, ideas, images or impressions that want to be expressed about your experiences thus far with community interviews or any other aspect of the Summer Institute."

Sharing in pairs - the facilitator may invite sharing in pairs what they wrote: “Now I’d like to invite us to divide into pairs and each take 5 minutes to share your experiences from this morning with your partner.”

Group Sharing – The facilitator may say: “I’d like to invite everyone to rejoin the group. In this time, each person is invited to share whatever wants to be shared, in no certain order, keeping in mind our Touchstones. We will have about 25 minutes.”

Wrap-up for 5 minutes

Learning Objectives: At the completion of the professional meaning conversation, participants will be able to:

Describe the Professional Meaning Conversations to be a venue for personal and group reflection on what we are seeing, hearing, feeling, and thinking in the Summer Institute.

Express the attitude that individual and community reflection is crucial to our

development as self-aware professionals who practice with integrity amidst systems that often invite us to violate our own basic values.

Demonstrate skill in following the rules of engagement that guide free and safe participation in the conversation through which we grow into a deeper understanding of ourselves and of our community.

5:00 – 5:45 pmSimulation TrainingLearning Center, Founders HallRicky Munoz, MSW, JD


CAPTURE INNOVATION IDEAS

During the week participants are invited to post prototype ideas to address system pains or gains on Post-It notes and attach them to one of the Business Model Canvases. These installations are fluid and interactive.

Tuesday, July 30, 20137:45– 8:15Faculty MeetingLocation: Learning Center, Founders HallDaniel Duffy

Directions:

Pick up breakfast and go to Founders Hall for the brief faculty meeting.

Debrief the community interviews

Debrief the SNAP lunch

Debrief the Professional Meaning Conversation

Identify logistical problems

Prepare for the Patient panel on resiliency, hope and recovery

Understand faculty role in the Poverty Simulation

Learning Objectives: At the completion of this meeting, faculty will…

Describe the experience of experiential learning

Describe the use of the Community Medicine Model to capture interdependence of patients, providers, social and public agencies, and payers.

8:00 – 8:30Student BreakfastLocation: Perkins

Directions: Get breakfast and go into Perkins

8:30 – 9:30 amAnchoring Panel: The Determinants of Health: Resilience, Coping, and RecoveryLearning Center – Perkins AuditoriumMichael Weisz, MD moderatorThree people from community

Directions:

Listen to the stories of the patients and the interaction with the health system

Ask open, honest questions to understand the patient’s experience with health care

Learning Objectives: At the completion of the panel, participants will be able to…

Describe how lifestyle, environment, biology and the social, public, health care systems influence health

Understand how addiction, abuse, or violence provides a model to understand how community medicine applies the bio-psycho-social-spiritual approach to care.

Learn the patient’s perspective on the complexities of finding care, paying for it, and staying in treatment.

Express the attitude that devastating life circumstances can fall upon anyone including health care providers.

9:30 am – 12:00 pm


Poverty Simulation for Group 1 (Group 2 is free until 1:30 pm)Location: Learning Center, Founders HallRicky Munoz, MSW, JDDirections:

Check in at the front of Founder’s Hall and pick up your scenario.

Find your seat and the other member of your “family”

Wait for instructions from the facilitator.

Learning Objectives: At the completion of this simulation, participants will be able to:

Describe the stress, coping, and resourcefulness needed to keep a roof over your head, food on the table, kids in school, and get or keep a job when living in poverty.

Identify the advantages that a self-sufficiency wage ($40,000 per year or $19 per hour, Tulsa 2012) provides that are not available to a person or family living in poverty.

Recognize the influence of the environment and social factors that play out in poverty.

Describe the relative importance of health care for families living in poverty.

12:30 – 1:00 pmMedical Students Take Box Lunch To Family Medicine ClinicOthers have lunch on your ownFamily Medicine 3rd Floor Conference Room1111 St. Louis StreetDaniel Duffy, Ronald Saizow, and Hannah Heavener

1:00 – 4:45 pm

Medical Students Shadow Patients at Bedlam-L (Other Students and Faculty are invited to shadow patients after the Summer Institute on Tuesdays from 1:00 to 5:00 pm or on Tuesday or Thursday Evenings from 5:00-9:00 pm)First Floor Family Medicine ClinicHannah Heavener, RN

Directions:

One to two students will receive the name of a patient visiting the Bedlam Longitudinal Clinic; find patient in waiting room; introduce themselves and begin an Appreciative Inquiry dialogue

Ask the patient to share the story of their illness and how their lifestyle, environment, social situation, and biology have affected their health.

Inquire about the problems and successes the patient has had in obtaining health care without insurance or a self-sustaining wage.

Stay with the patient throughout their visit taking notes about opportunities to improve care for the patient and make the visit more timely, efficient, and effective. Get the patient’s perspective on what might work for them.

Journal observations about the learning objectives.

Learning Objectives: At the completion of the shadowing experience, the student will be able to:

Describe the barriers to health care experienced by persons living in poverty.

Describe the resiliency, coping, and hope patients express when they receive free medical home care.


Describe the experience of seeing a patient receive care from medical students in a teaching clinic.

1:30 – 4:30 pmPoverty Simulation for Group 2Location: Learning Center: Founders HallRicky Munoz, MSW, JD

Directions:

Check in at the front of Founder’s Hall and pick up your scenario.

Find your seat and the other member of your “family”

Wait for instructions from the facilitator.

Learning Objectives: At the completion of this simulation, participants will be able to:

Describe the stress, coping, and resourcefulness needed to keep a roof over your head, food on the table, kids in school, and get or keep a job when living in poverty.

Identify the advantages that a self-sufficiency wage ($40,000 per year or $19 per hour, Tulsa 2012) provides that are not available to a person or family living in poverty.

Recognize the influence of the environment and social factors that play out in poverty.

Describe the relative importance of health care for families living in poverty.


Wednesday July 31, 20137:45 – 8:30 amFaculty Breakfast and Meeting Location: University of Tulsa, Allen Chapman Activity Center (ACAC) – Free parking is available in the ACAC parking lot and on the streetBreakfast in Great HallTraining in ChouteauDaniel Duffy, Moderator

Directions:

Pick up your breakfast in ACAC Great Hall and take to Chouteau for Faculty Meeting.

Debrief the Poverty Simulation

Identify logistical problems

Understand process and role in the World Café

Understand role in Professional Meaning Conversation

Understand the roles in the Marketplace of Ideas

Understand the goal of Prototyping.

Learning Objectives: At the completion of this meeting, faculty will be able to…

Describe the process of emergent learning

Use simulation, demonstrations, and reflective journaling as educational methods.

8:00 – 8:30 amStudent Breakfast Location: University of Tulsa, ACAC, Great Hall

Directions:

Get breakfast and sit at the table with your Car Group

Stick Post-Its with ideas for innovations and sources of customer pain or opportunities for adding value to the health system on Business Model Canvases

In your conversation consider prototype ideas you might propose today

8:30 – 9:45 amWorld CaféLocation: University of Tulsa, ACAC, Great HallDaniel Duffy

Directions:

When directed, move to your assigned table for Round 1 of World Café shown on your badge

Your badge will indicate your role as “host” or “explorer”

Make introductions around the table.

The “host” asks the “explorers” to tell about the “pain” they heard, saw, and felt from their interviews with patients, providers, and social service or public service agencies.


CAPTURE INNOVATION IDEAS

Remember to post prototype ideas to address system pains or gains on Post-It notes and attach them to one of the Business Model Canvases.

Using the printed Customer Need Table, the host records of the specific stakeholders (customers) and their pain.

After 10 minutes, the host redirects the conversation by asking for examples of added value that would make health care safer, more effective and efficient, more patient-centered or more professionally satisfying.

After 20 minutes, the organizer invites “explorers” to move to their round 2 table (shown on name badge), and pick up the conversation with a new group and a different Host.

The “host” summarizes the first conversation and asks the new group to add to the list of stakeholder pains and gains that might provide opportunity for innovation in health care.

After another 20 minutes, the leader asks “hosts” to report one stakeholder pain and one stakeholder gain reported in that table’s conversation. In turn other hosts add to the growing list without reporting duplicate findings.

Learning Objectives: At the completion of the World Café, participants will be able to:

Describe the process of a world café conversation in which a large group conducts a single conversation and fully engages every participant to contribute to a deeper understanding of the problems facing our health care system.

Describe how the whole Summer Institute uses world café to identify opportunities for improvement across more than 100 interviews.

9:45 – 10:45 amAnchoring Panel – Self-Care and Professional Development Location: University of Tulsa, ACAC, Great HallBryan Touchet, MD as Moderator, Michael Sannito, PhD, Steve Hoppes, PhD, and Jennifer Clark, MD

Directions: When directed, move to the table for your

Professional Meaning Group

Participate in the panel presentation.

Learning Objectives: At the completion of this panel, participants will be able to

Recognize the importance of self-care in professional development

Develop personal self-care strategies that help mitigate burnout and depression in professional practice.

Express an attitude of appreciation for the role of a network of professionals with whom one can support and receive support when faced with value conflicts in our professional work.

10:45 – 11:45 am Professional Meaning ConversationLocation: University of Tulsa, ACAC 2nd floor, various locationsBryan Touchet, Michael Sannito, Ronald Saizow, Daniel Duffy, Kent Teague, Meredith Davison, Sheila Crow, David Adelson, Michael Weisz, Chad Johnson, Thomas Horn, and Tara Hasenpflug.


Directions:

Find your facilitator and find a location to hold your Professional Meaning Conversation.

Two car groups will meet with a designated facilitator to reflect on the emotional impact and ethical meaning of the experiences the groups had during the institute.

The facilitator will lead introductions, explain the purpose of the meeting, and help the group establish “rules of engagement” for making the conversation safe.

o Each person is invited and encouraged to speak but is not required to do so.

o Each person may speak without interruption, while others listen respectfully.

o Participation is in free order with no forced marches around the room.

o We are mindful not to dominate the conversation so that each individual has ample time to learn aloud.

o No fixing, criticizing, saving, giving advice or setting each other straight.

o Our questions will give each other the freedom to answer without suggesting what that answer should be.

o Silence and quiet are respected as important ways of learning together.

o After all who wish to have spoken, the group will reflect together on common elements in stories, shared insights and observations.

o Are there any other Touchstones that anyone would like to propose to guide our time together?

Journaling - The facilitator may introduce a 5-minute journaling exercise: “To prepare ourselves for the work ahead of us during this hour, I’d like to invite each of you to take out your journals. For the next 5 minutes, I invite you to write down in your journal whatever thoughts, feelings, ideas, images or impressions that want to be expressed about your experiences thus far with community interviews or any other aspect of the Summer Institute."

Sharing in pairs - the facilitator may invite sharing in pairs what they wrote: “Now I’d like to invite us to divide into pairs and each take 5 minutes to share your experiences from this morning with your partner.”

Group Sharing – The facilitator may say: “I’d like to invite everyone to rejoin the group. In this time, each person is invited to share whatever wants to be shared, in no certain order, keeping in mind our Touchstones. We will have about 25 minutes.”

Wrap-up for 5 minutes

Learning Objectives: At the completion of the professional meaning conversation, participants will be able to:

Describe the Professional Meaning Conversations to be a venue for personal and group reflection on what we are seeing, hearing, feeling, and thinking in the Summer Institute.

Express the attitude that reflection, individually and in community, is crucial to our development as self-aware


professionals who practice with integrity amidst systems that often invite us to violate our own basic values.

Demonstrate skill in following the rules of engagement that guide free and safe participation in the conversation through which we grow into a deeper understanding of ourselves and of our community.

11:45 am – 1:00 pmLunch and Anchoring Lecture – Community Medicine Laboratory Location: University of Tulsa, ACAC, Great HallJustin Van De Wiele, PhD

Directions:

Pick up lunch and return to any table

Participate in the introduction to Prototyping

Learning Objectives: at the completion of this lecture, participants will be able to:

Either (1) present a prototype idea in the Market Place of Ideas or (2) choose a prototype idea to help develop

Appreciate that the most effective teams are diverse with respect to the individual talents contributed by its members

Describe how a prototype explores the future by doing

Obtain and act upon feedback from a targeted customer segment on the value of the prototype to them

Understand that any useful idea needs a customer who will pay enough to cover the costs of production and delivery

Use the various real-time feedback methodologies (Business Model Canvas, Prototype Inception Evaluator, and StrengthsFinder Visualizer) to advance and accelerate prototype development

1:00 – 2:30 pmMarket Place of IdeasLocation: University of Tulsa, ACAC, GalleryKent Teague, PhD

Directions:

Assume a Role - The organizer of the marketplace will invite participants to be either “idea vendors” or “idea customers”. No one may choose to be a watcher.

Display an Idea – “Idea vendors” continue or begin describing a prototype idea utilizing one of the Business Model Canvases that have been in play during the first part of the week. Others may initiate a new prototype by using a blank canvas. Use the canvas to articulate a Value Proposition or main innovation idea. At this stage, sketches, arrows, and symbols are more useful than text.

Shop for an Idea - Idea customers mill about the marketplace, looking over the various ideas and select the idea for a prototype that calls to them and will engage their strengths and talents in a meaningful way.

Pitch the Idea - As the market matures, the organizer will ask idea vendors and their collaborators to give a 30 second pitch regarding their “idea for sale” and invite undecided idea customers to join their prototype design group. Design groups should consist of six to twelve people with nine members being optimal.


Be mindful of diversity with respect to team member strengths when shopping for ideas and forming teams. As idea customers join teams, a running tally of the array of Strengths possessed by team members will be visualized using an interactive graph next to each Canvas.

Large Attractors - If an idea vendor attracts a large number of customers, the group may divide into smaller groups. Maximum group size is 12 members.

Small Attractors - If an idea vendor attracts five or fewer idea customers, the organizer will invite others to join the group or propose potential mergers with similar groups. Projects that don’t attract more than five members will be abandoned at this point.

Workspaces - When the prototype work groups have assembled, pick up your prototyping kit and select a space within the facility to begin working. Record your location, project name, and contact person on a master facility map located at the coordinator’s table. This is imperative in order to facilitate timely communication between groups, consultants and organizers.

Learning Objectives: At the completion of the Market Place of Ideas, participants will be able to…

Coalesce ideas and observations into an emerging plan to build a tangible innovation for a specific customer segment

Focus an innovation idea into an economically viable plan

Display the idea so that partners, developers, stakeholders, and customers

can understand it and want to participate in its development.

2:30 – 4:00 pm

Developing a Business Model Canvas for Prototype

Location: University of Tulsa, ACAC 2nd floor, various locations

Directions:

Introduction - Participants introduce themselves and describe the talents they bring to the prototype development, what they hope to gain from the prototype, and concerns they have about its feasibility.

Review the Elements of Prototype Success - The success of a prototype hinges not on the quality of the idea, but on customers willingness to buy and use the invention. Feedback on the five parameters defined in Figure 5 will spur discussions to help guide the prototypes towards success.

Participation - All members in the group should be active participants in creating the prototype.

Time - The design groups will have one and one-half hours on Wednesday to prepare a PowerPoint of the idea, and six hours on Thursday to finish the prototype and business plan.

Value Proposition - Groups must quickly crystallize their vision for the innovation product or service and the value it brings to a particular customer segment.

Capture ideas in visual form - Someone in the group should quickly capture the conversation in a visual form using diagrams, drawings, stick figures, and the business model canvas as a framework for visualization.


Evolve the Business Model - Begin with the business model canvas developed in the market place of ideas and flesh out the value proposition, the key customer segment, partners and other resources, and the potential financial model.

Convert Ideas to a 5-slide PowerPoint Presentation, template for presentation is available at http://www.ou.edu/content/tulsa/community_medicine/2013/prototypes.html.

o Title of the Prototypeo Value Proposition What will the

prototype do to reduce “pain” or create “gain”

o Customer segment that will buy the innovation

o Partners or suppliers of resources you will need to deliver the product or service

o Finances: revenue stream sufficient to cover development and production cost

Email the presentation to [email protected] by 3:45 pm in order to organize presentations for feedback from the full Institute.

Communication and Broadcasting - At least one prototype work group member should be the primary social media intermediary to post progress of your group’s work on Facebook and Twitter to both facilitate cross-pollination amongst the various prototypes, but also as a linkage to the wider community we serve.

Learning Objectives: At the completion of this exercise, participants will be able to:

Form and actively participate in a leaderless group

Cooperate to respectfully discuss conflicting ideas and come to a rapid and satisfactory resolution

Understand the key elements of a successful business model for a health care innovation

4:00 – 5:30 pmRound One Institute FeedbackLocation: University of Tulsa, ACAC, Great HallJustin Van De Wiele, PhDDirections:

Presentation - Prototype work groups will have three minutes to present their evolving prototype business model using their five-slide PowerPoint presentation.

Feedback - All institute participants will have 3 minutes following the presentation to review and give feedback on the prototypes using either an electronic survey tool (please bring own web-enabled device) or with alternate paper surveys.

Learning Objectives: At the completion of this activity, participants will be able to

Give and receive iterative quantitative and qualitative feedback from potential users of the prototype

Interact with “customers” to identify the most useful elements of the prototype and make changes to amplify these or remove unnecessary elements.

7:00 – 9:00 pmSocial Night at the Dust Bowl


mailto:[email protected]


http://www.ou.edu/content/tulsa/community_medicine/2013/prototypes.html



Thursday August 1, 20137:45 – 8:30 Faculty Breakfast and Meeting Location: University of Tulsa, Allen Chapman Activity Center (ACAC)Breakfast in Great HallTraining in Chouteau

Directions:

Pick up your breakfast in ACAC Great Hall

Go to Chouteau room for faculty meeting.

Debrief the World Café

Debrief the Professional Meaning Conversation

Debrief the Prototype development process

Review logistical issues

Role is supporting Prototype development

Go https://www.udacity.com/course/ep245 and set up a free account to view Lesson 1.5A in its entirety (12:28) in order to use Business Model Canvas.

Lunch conversation to get feedback on prototypes

Learning Objectives: At the completion of this meeting, faculty will be able to…

Use World Café as a learning tool.

Better understand a prototype as a start-up business venture

8:00 – 8:30 amStudent Breakfast Location: University of Tulsa, ACAC, Great Hall

Directions:

Get breakfast and sit at the table with your Car Group

8:30 – 9:45 amAnchoring Lecture – Financing and Funding Health CareLocation: University of Tulsa, ACAC, Great HallDavid A. Adelson, MD, Moderator, David Blatt PhD, Jack Sommers MD, and Jennifer Clark, MD Panelists

Directions:

Engage the panel in exploring the health care financing innovations that are becoming available to provide better health care at an affordable cost.

The moderator will show a provocative and funny Youtube video that shows how healthcare finance has evolved from mid '60's to the present.

The panel will discuss why it is so difficult to fund preventative care, even though early intervention saves money.

The panel will show how the cost and use of hospitals in the diagnosis and resection of colon cancer has changed over the past five decades as a way to illustrate the patient experience.

Learning Objectives: At the completion of this lecture, participants will be able to:

Understand that healthcare is financed by all of us, including the uninsured.


https://www.udacity.com/course/ep245

Understand that the healthcare system is designed to get precisely the results we are getting.

Understand that there are no bad actors in the health care system.

Describe some health care payment innovations that are being tested through the Affordable Care Act’s Innovation programs.

9:45 am – 12:00 pmPrototype DevelopmentLocation: University of Tulsa, ACAC 2nd floor, various locationsPrototype Design Teams

Directions:

View short videos about the Udacity Business Model Canvas. Access the videos at https://www.udacity.com/course/ep245 where you can set up a free account then view Lesson 1.5A in its entirety (12:28 minutes). Some of the Design Team may wish to dive deeper if there is time.

Revise your Prototype based on the group’s better knowledge of the concepts and elements of a business model as well as by utilizing feedback from Wednesday afternoon.

Get Feedback from real Customer Segments. Engage your target customers, go to them, invite them to you, phone, text or Skype them to get their perspective on the utility of the innovation.

Revise Your Prototype Plan - Be prepared to “pivot” or change direction 180 degrees if recommended by customer feedback.

Work Product of Prototype - The prototype may be shown as a story; it may be a policy,

a procedure, a drawing, or workflow process diagram, a demonstration, a tool, a streaming video, or a working model of an instrument.

Resources - It is likely that the Prototype Design Group will need to research background information, locate facts or data from text and Internet resources available in the facilities. Poster-board, markers, Post-It notes, construction paper, glue and tape are available for your use. In addition, a $200 budget for each group has been allocated for developing the prototype. We ask that faculty or staff purchase the requisite material then submit receipts to Liz Kollaja for standard University reimbursement.

Consultants - Research specialists, process quality improvement experts, librarians, and media support staff will visit the prototype groups and respond via e-mail or text to assist in prototype development. Contact information will be provided in the prototype resource kit.

Final Outcome of Prototype - We anticipate that many of the prototypes will evolve into quality improvement events tested in rapid cycle test of change, or evolve into action research projects that will be conducted over the coming months.

12:00 – 1:30 pmLunch at LibertyLocation: University of Tulsa, ACAC, Lunch in Great Hall, Professional Meaning Various Locations

Directions:

Pick up lunch in Great Hall


https://www.udacity.com/course/ep245

Use this lunch time to connect with others in the Institute to get feedback about your prototype development

1:30 – 5:00 pm Finalize Prototype and Business PlanLocation: University of Tulsa, ACAC 2nd floor, various locationsPrototype Design Groups

Directions

Return to your Prototype Design Group workspace.

Finalize the prototype and business plan for presentation on Friday Morning

Write a summary abstract (Prototype Précis template available at: http://www.ou.edu/content/tulsa/community_medicine/2013/prototypes.html) and email to Justin Van De Wiele by 5:00 pm Thursday evening. ([email protected])

Use the Business Model Canvases template to organize your prototype presentation.

Rate and compare your prototype and business plan according to the Prototype Success Parameters. (See figure 5)

Practice demonstrating the prototype and the business components on the Business Model Canvas.

Practice answering questions from customers and Institute stakeholders.

Select one or two group members to stand at the Prototype display, demonstrate its use, answer questions from observers, and get feedback on how it might be improved.

Aim for Recognition at the Community Luncheon from this list: Hypotheses were most dramatically

changed after customer feedback Simplest and least costly to implement Greatest immediate impact on Cost,

Capacity, Risk, or Care Best artistic rendition Most likely to succeed Most creative

Friday, August 2, 20137:45 – 8:30 am Faculty Breakfast and Training





Location: University of Tulsa, Allen Chapman Activity Center (ACAC), Breakfast in Great Hall Training in Chouteau

Directions:

Debrief how well the prototyping design groups have worked.

Debrief the Summer Institute

Learn how to use the PIE and help Institute participants provide structured feedback on posters of prototypes and their business plan.

Know host role at the Celebration Luncheon for patients or other stakeholders who attend.

Learning Objectives: At the completion of the meeting participants will be able to…

Describe how the activities of the Summer Institute recapitulate the Theory U Model.

Appreciate the educational method that uses active learning and a democratic classroom.

Use the PIE tool for obtaining structured feedback on the quality of a learning work product.

8:00 – 8:30 amStudent BreakfastLocation: University of Tulsa, ACAC, Great Hall

Directions:

After eating, set up the prototypes and the Business Model Canvases in the Gallery for review.

8:30 – 9:45 amAnchoring Lecture – Can you give me examples of community medicine in action so I can explain it to others who don't get it? Location: University of Tulsa, ACAC, Great HallGerry Clancy, MD

Directions:

Select a seat in the ACAC Great Hall

Engage in the final Anchoring Lecture of the 2013 Summer Institute.

Learning Objectives: at the completion of this lecture, the participants will be able to:

Tell the brief history of the vision and origin of the OU School of Community Medicine, Tulsa.

Describe the social, economic, and political barriers encounter in the first 10 years of pursuing the vision.

Answer the question, “What is Community Medicine?

Become energized by the successes and stumbles overcome to become one of the first medical schools in the US to focus on the social mission of medical education.

9:45 am – 12:00 pm Rating and Feedback of Prototypes and Business PlanLocation: University of Tulsa, ACAC, GalleryJustin Van De Wiele, PhD and Kent Teague, PhD

Directions:

Prototype Display - one member of the prototype design team will stand with the


prototype poster to help customers use the prototype, show how it works, and describe the proposed business model that will bring it to market.

Feedback - other members of the prototype design group will join their Car Groups to rate the quality and feasibility of the prototype and its business plan.

P.I.E. Each participant will rate each prototype using a mobile app that systematically captures the ratings.

Switch Presenters - To permit everyone to rate all of the prototypes, at the half-way point a second member of the prototype design team should replace the first member presenting and soliciting customer feedback on the prototype.

12:00 – 1:00 pmCommunity LuncheonLocation: University of Tulsa, ACAC, Great HallLiz KollajaCar Group Hosts

Directions: All participants in the Summer Institute are

invited to the Community Luncheon.

Table assignments will be made according to Car Groups.

Car Groups will welcome patients, providers, and interviewees from agencies and invite them to sit at the Car Group table.

Make certain that every guest has a host to welcome them.

1:00 – 2:00 pmRecognition and Thank YouLocation: University of Tulsa, ACAC, Great Hall

President Gerry Clancy, Moderator

Directions:

Car Groups introduce the guests at their table and we thank them for their participation in the Summer Institute.

Recognize and thank the Summer Institute Steering Committee, Committees, Student Interns and others who helped.

Introduce Kent Teague and Justin Van De Wiele to announce the special recognition of prototypes.

Hypotheses were most dramatically changed after customer feedback

Simplest and least costly to implement Greatest immediate impact on Cost,

Capacity, Risk, or Care Best artistic rendition Most likely to succeed Most creative.

Invite Monica Basu and other community leaders and supporters to say a few words.

Invite participants to make any comments of appreciation for what they learned this week.

Learning Objectives, At the completion of the Summer Institute, participants will be able to…

Describe the experience of structured experiential learning with faculty serving as learner facilitators.

Appreciate the variety of strengths and professional disciplines that make up the health care system.

Use Appreciative Inquiry to more deeply understand stakeholder’s pain, their ideas for gain in the future, and core of goodness.

Understand the burden poverty places on health and the health care system.


Appreciate the importance of reflective practice in staying rooted to our core values and resisting health system call to deviate from them.

Use tools for tracking complex system relationships (ReThink Health Model of Community Health System, Udacity Business Model Canvas, and the Community Medicine Relationship Model).

Use the PIE for obtaining structured feedback on work products.

Rapidly plan the business plan for an innovation prototype and get feedback to iteratively improve it.

END


Community Medicine Model










Documents

€¦ · Web viewField Book for Summer Institute 2013. OU School of Community Medicine, Tulsa. July 28 – August 2, 2013. Welcome. The Summer Institute is the annual centerpiece